An analysis of some inquiry-based didactic sequences produced by preservice physics teachers

• Autor(a) principal: Tabosa, Clara Elena Souza
• Data de Publicação: 2021
• Outros Autores: Perez, Silvana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/74226

In an increasingly globalized society, it is necessary to rethink science teaching in order to form critical citizens capable of appropriating scientific knowledge to live well in society and with the environment. Didactic approaches centered on the student, such as Inquiry, can favor the learning of physical concepts while making them a protagonist in the construction of their own knowledge. However, training teachers capable of working the development of scientific competence in the classroom is not an easy task and requires both specific initial training and epistemological and theoretical-methodological continuous training. In this work, we assume that the use of Inquiry approaches in disciplines with specific content in Physics can stimulate and enable preservice teachers to incorporate this approach into their teaching practice. Thus, we sought to qualitatively analyze inquiry-based teaching sequences that were produced at the end of a semester by a group of students from the undergraduate Physics course at the Federal University of Pará. This class experienced in practice a discipline entirely inquiry-based. For the analysis, we used a taxonomy of didactic sequences regarding the degree of presence of the Inquiry approach. The results point to difficulties in using student-centered approaches, in understanding the basic theoretical aspects of inquiry-based teaching and, above all, the difficulty in breaking with the traditional teaching paradigm.